Making Mathematics and Science Integration Happen: Key Aspects of Practice

Autor/inn/en	Ríordáin, Máire Ní; Johnston, Jennifer; Walshe, Gráinne
Titel	Making Mathematics and Science Integration Happen: Key Aspects of Practice
Quelle	In: International Journal of Mathematical Education in Science and Technology, 47 (2016) 2, S.233-255 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1078001
Schlagwörter	Mathematics Instruction; Science Instruction; Interdisciplinary Approach; Case Studies; Integrated Curriculum; Secondary Schools; Foreign Countries; Qualitative Research; Teacher Attitudes; Knowledge Base for Teaching; Pedagogical Content Knowledge; Teacher Collaboration; Teaching Methods; Journal Writing; Observation; Focus Groups; Interviews; Grounded Theory; Ireland + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Case study; Fallstudie; Case Study; Sekundarschule; Ausland; Qualitative Forschung; Lehrerverhalten; Teaching theory; Theory of teaching; Unterrichtstheorie; Pädagogische Kompetenz; Lehrerkooperation; Teaching method; Lehrmethode; Unterrichtsmethode; Zeitschriftenaufsatz; Beobachtung; Interviewing; Interviewtechnik; Irland
Abstract	The integration of mathematics and science teaching and learning facilitates student learning, engagement, motivation, problem-solving, criticality and real-life application. However, the actual implementation of an integrative approach to the teaching and learning of both subjects at classroom level, with in-service teachers working collaboratively, at second-level education, is under-researched due to the complexities of school-based research. This study reports on a year-long case study on the implementation of an integrated unit of learning on distance, speed and time, within three second-level schools in Ireland. This study employed a qualitative approach and examined the key aspects of practice that impact on the integration of mathematics and science teaching and learning. We argue that teacher perspective, teacher knowledge of the "other subject" and of technological pedagogical content knowledge (TPACK), and teacher collaboration and support all impact on the implementation of an integrative approach to mathematics and science education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01